Teacher Coaching:The Missing Link in Teacher Development
Randy Keyworth
The K-12 Education Universe (2010 – 2020)
STUDENT GROWTH % Growth Over
Year # Prev. 5 years
Fall 2010 49,484,181 .3 %
Fall 2015 50,773,300 2.3 %\
Fall 2020 52,688,000 3.8 % TEACHER GROWTH
PROJECTIONS FOR NEW TEACHERS(2010-2020)
Growth 609,000
Retirement 1,875,000
Attrition 1,950,000
TOTAL 4,434,000
Researchers estimate a need to hire between 2.9 and 5.1 million full-time teachers between 2008 and 2020
(Aaronson & Meckel, 2008)
During the 1987–88 school year, the most common experience level, was fifteen years;
by 2008, it was one year.
% TEACHERS BY EXPERIENCE LEVEL
Perfect Storm
Need to provide effective training and support for millions of new teachers:
New teachers entering the field
Current teachers with little experience
Teacher
Professional Development
Infrastructure
Teacher Professional Development Infrastructure
PRE-SERVICE professional development occurs before the individual’s first job
teacher training programs: course workstudent teaching
IN-SERVICE professional development occurs after the individual’s first job begins
induction: intensive training during first year(s) of of teaching
ongoing: workshops & conferencescontinuing education (CEUs)advanced degreespeer collaboration (mentoring, etc.)
PRE-SERVICE Metrics
Teacher Preparation Programs
Number of institutions (2011): 1,434
Number of programs (2011): 2,054
Number of students enrolled: 724,173
Number of new teacher graduates (BA): 235,138
Traditional programs 89%Alternative (IHE) 6%Alternative (non-IHE) 5%
Dollars spent: $ 20.4 Billion
Number of years 4-5 years
IN-SERVICE Metrics
ACTIVITY % TEACHERS COSTS
Induction 82 % $ 2 Billion
Advanced 60% with MAs $ 15 Billion (salary) Degrees 35% enrolled $ 6 Billion (university)
Professional Development 95% $ 18-25 Billion(workshops, conferences) ($ 4–8,000 / teacher)
Total Professional Development Costs (Pre- and In-service):
$ 61 – 68 Billion
3.5 million teachers
Overall goals of teacher professional development
• improve student outcomes
• acquisition of effective teaching skills
• increase teacher motivation, satisfaction & retention
Teacher Professional Development Goals
STUDENT OUTCOMES: Professional Development
2011 NAEP Reading2011 NAEP ReadingAt or above proficiencyAt or above proficiency44thth Grade = 35% Grade = 35%88thth Grade = 36% Grade = 36%1212thth Grade = 38% * Grade = 38% *
2011 NAEP MathAt or above proficiency4th Grade = 42%8th Grade = 36%12th Grade = 26% *
National Assessment National Assessment of Educational of Educational Progress (NAEP)Progress (NAEP)
STUDENT OUTCOMES: Professional Development
High School Graduation Rates
TEACHING SKILLS: Pre-Service
How Well do Schools of Education Prepare Teachers?
Levine (2006)
TEACHING SKILLS: InductionInstitute of Education Sciences Study (2008-2010)What is the impact of comprehensive induction services? After one year? After two years?
1. impact on teacher’s classroom practicesno statistically positive impact
2. impact on student achievementno statistically positive impact
3. impact on teacher retentionno statistically positive impact
4. impact on composition of the district’s teaching workforce
no statistically positive impact
TEACHING SKILLS: Advanced Degrees
Evidence suggests that teachers with masters’ degrees do not demonstrate an instructional advantage over those without.
Kane, et al. (2006), Aaronson, et al. (2002), Hanushek, et al. (1998)
90 percent of the Master’s Degrees held by teachers come from education programs that tend to be unrelated to or unconcerned with instructional efficacy
National Center for Education Statistics (2003-04 Schools and Staffing Survey)
TEACHING SKILLS: Workshops
“one-day workshops are intellectually superficial, disconnected
from deep issues of curriculum and learning, fragmented and
noncumulative”Ball & Cohen (1999)
TEACHER RETENTION: Professional Development
Ingersoll, R. (2003)
Overall goals of teacher professional development
• improve student outcomes
• acquisition of effective teaching skills
• increase teacher motivation, satisfaction & retention
Teacher Professional Development Goals
WHAT ARE WE MISSING?
NO
NO
NO
WHAT ARE WE MISSING?
We are not teaching teachers the right skills:
classroom managementinstruction deliveryformative assessment & data based decision makingsoft skills
We are not teaching teachers effectively:
teacher coaching
TEACHING SKILLS: CLASSROOM MANAGEMENT
IMPORTANCE
Classroom management continues to be one of the greatest challenges new teachers face Jones (2005)
Over forty percent of surveyed new teachers reported feeling they were “not at all prepared” or “only somewhat prepared” to handle a range of classroom management or discipline situations
Coggshall et al. (2012)
Classroom management was identified as “the top problem” by teachers The New Teacher Project (2013)
TEACHING SKILLS: CLASSROOM MANAGEMENT
CRITICAL COMPONENTS
three authoritative research summaries examining over 150 studies over six decades (Simonsen et al. 2008, Oliver et al. 2011, IES 2008)
RULES
ROUTINES
PRAISE
MISBEHAVIOR
ENGAGEMENT
National Council on Teacher Quality (2013)
TEACHING SKILLS: CLASSROOM MANAGEMENT
Average program dedicates lass than half of one course on topic (out of 10-15 courses)
Most programs only addressed 2-3 of critical components. Only 16 % addressed all five components
Only 17% of teacher training programs included classroom management in their clinical coursework
Fifty percent of programs ask candidates to develop their own “personal philosophy of classroom management”
National Council on Teacher Quality (2013)
WHAT DO WE KNOW: FORMATIVE ASSESSMENT & DATA-BASED
DECISION MAKINGCRITICAL COMPONENTS:
Assessment literacy: the taxonomy of assessment (formative vs. summative, norm-referenced, criterion-referenced)
Analytic Skills:collect, dissect, describe and display data
Instructional Decision Making: using data to make effective decisions about teaching strategies
National Council on Teacher Quality (2012)
TEACHING SKILLS: FORMATIVE ASSESSMENT
National Council on Teacher Quality (2012)
INSTRUCTION TEACHING SKILLS: READING
National Reading Panel (2000)overwhelming evidence that effective reading instruction includes explicit and systematic teaching of:
CRITICAL COMPONENTS:
Phonemic awarenessPhonicsFluencyVocabularyComprehension
National Council on Teacher Quality (2012)
INSTRUCTION TEACHING SKILLS: READING
National Council on Teacher Quality (2011)
TEACHING TEACHERS: STUDENT TEACHING
Critical Standards:
1.Should last no less than 10 weeks.
2.Teacher prep program selects cooperating teacher
3.Cooperating teacher must have at least three years of experience
4.Cooperating teacher must have capacity to have a positive impact on student learning
5.Cooperating teacher must have capacity to mentor an adult
National Council on Teacher Quality (2011)
TEACHING TEACHERS: STUDENT TEACHING
Cooperating Teacher Requirements
82% require some number of years experience (usually three) 38% require cooperating teachers to possess the qualities of
a good mentor
28% require cooperating teachers to be effective instructors
The role of teacher preparation programs in choosing cooperating teachers
7% have appropriate role (selecting / monitoring cooperating teacher)
41% have a nominal role
52% have no role
Student Teaching in the United States NCTQ
TEACHING TEACHERS: STUDENT TEACHING
The number of observations, visits, evaluations by
cooperating teachers
48% require visit at least 5 times (every two to three weeks)
some requiring as few as 2 observations over the course of a semester
30% fail to require cooperating teacher to meet with the teacher and
give written feedback
Student Teaching in the United States NCTQ
TEACHING SKILLS: STUDENT TEACHING
Performance of All Institutions on Five Critical Standards
7% model programs 18% good 49% weak
25% poor
National Council on Teacher Quality (2011)
TEACHING TEACHERS: COACHING
Joyce & Showers , 2002
COACHING PRACTICE ELEMENTS
1. ADDRESSES IMMEDIATE ISSUES
Focus is on authentic concrete, everyday challenges faced by teachers with real students in real classrooms
Elmore (2006)
2. ACTIVE ENGAGEMENT
Process encourages teachers participation and collaboration in the learning process, feedback, and problem solving
Gordon (2004)
COACHING PRACTICE ELEMENTS
3.3. SUBJECT CONTENTSUBJECT CONTENT
Training is evidence-based and related state standards for courses and translating those standards into curriculum, lesson plans, student learning
Jacobs (2004)
Not just focused on curriculum content but on the teaching and learning of content.
Blank & de las Alas (2009)
4.4. TEACHING SKILLSTEACHING SKILLS
Training focuses on evidence-based, classroom teaching practices.
Blank & de las, Alas (2009)
COACHING PRACTICE ELEMENTS
5. MODELING (IN-CLASS)
Training uses guided practice to model lesson in the teacher’s classroom with that teacher’s students (I do, we do, you do)
Teachers more likely to try practices that have been modeled for them in professional development settings.
Snow-Renner et al. (2005)
6. OBSERVATION (IN-CLASS)
Trainer observes teacher’s performance at a level of frequency and specificity necessary to support and sustain skill acquisition
COACHING PRACTICE ELEMENTS
7. FREQUENT FEEDBACK (ON PRACTICE)
Feedback is given in a frequent, constructive, data-based, problem solving manner that encourages teacher collaboration
Cooper (2004)
8. TRAINER SKILLS
Trainers, instructors, coaches…have experience and expertise in social influence, teaching, and consultation (instruction, modeling, observation, feedback, etc.)
National Staff Development Council (2001)
COACHING PRACTICE ELEMENTS
9. ONGOING FEEDBACK & SUPPORT
Systems are in place to providing ongoing feedback and problem solving on student / teacher performance.
Yoon (2007)
Teacher Professional Development re: Coaching Practice Elements
Teachers are only as effective as
they know how to be.